LESSON PLAN

School: Ştefan Bârsănescu Iaşi

Date: 03.02.2016
Subject: English
Teacher: Rotaru Carmen - Mirela
Grade: 4th A
Class description: 30 students
Level: A1 – 2 hours / week
Textbook: Set Sail 4, Express Publishing
Unit: Food
Topic: At the restaurant
Time: 50’ (11.00 – 11.50)
Type of lesson: Consolidation of vocabulary
Approach: Communicative
Content:
- Vocabulary – food, restaurant menus, prices: starter, main course, dessert, drinks, pound, pence, penny
- Structures - should for making recommendations, could for expression option (already known, but not practiced in this context)
- Functions - asking for suggestions, making suggestions, expressing options

Main aim: To practice speaking about food preferences

Subsidiary aim: To talk about menu choices and prices
Affective aim: To increase students’ self-confidence and motivation for using English during classes
Behavioural aim: To encourage students to work together when accomplishing various tasks
Personal aim: To be more pro-active in motivating reserved students to contribute to the class

Objectives:
By the end of the lesson the students will be able to:
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 - Identify types of food and drinks
- Extract specific information from a restaurant menu
- Deduce the meaning of some words from the context
- Use already known food vocabulary in a new context
- Make recommendations based on interpreting written content
- Speak about food preferences
- Talk about prices
Skills: reading, speaking
Previous work: How much / How many
Assumptions:
- The students have the necessary knowledge, in terms of vocabulary and structures, for performing successfully the tasks that will occur
during the lesson
- The topic of the lesson is attractive and accessible, thus offering numerous opportunities for contextualization and personalization
Anticipated problems:
a) The students may find it difficult to deduce the meaning of all new words from the context
b) The students will have the tendency to use their first language during pair-work activities
Solutions:
a) The teacher will use alternative ways of explaining the meaning of the new words (giving synonyms or examples of other contexts in which
they are used)
b) The teacher will choose level-appropriate tasks and give clear instructions; she will also monitor pair-work activities and provide further
explanations or help if needed
Evaluation: classroom activity
Class management: lockstep, pair-work
Resources: textbook, handouts, pictures of food items http://learnenglishteens.britishcouncil.org/skills/reading/beginner-a1-reading/restaurant
http://learnenglishteens.britishcouncil.org/vocabulary/beginner-vocabulary/food

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 PROCEDURE

STAGE ACTIVITIES SKILLS INTER- TIME PURPOSE

ACTION

The teacher greets the students and gives instructions for preparing
for the new lesson, then asks a few students what they usually have T- Ss Warming up
for a snack at school.
Speaking
T indicates some letters, then some colours and ask the students to 7’ Recycling
Warm up name food words that start with that letter or have that specific colour. vocabulary
Ss-T
T checks homework that consisted in describing their favourite food Giving feedback
and eating habits. A few students will read their homework. on homework

The teacher introduces some pictures of food items and asks Ss to

come to the board, name them and stick them into categories. After Eliciting what
all of them are on the board, they rearrange the categories if needed Speaking T – Ss students already
and describe them. know about food
Elicitation 7’ and restaurant
T hands some sheets to the Ss and asks to do the first exercise: menus
match the name of the food items with the images (sausages, fruit
salad, cheese burger, ice cream, grilled fish, roast chicken, tomato
soup, vegetable, etc.) She gives additional explanations if necessary.

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 Then she introduces the title of the new lesson and the main
objectives: At the Restaurant / talking about food preferences, making
recommendations and talking about prices.

Ss turn the page and look at the restaurant menu on the sheets. T Practising
asks Ss to identify unknown vocabulary and explains it if needed. T-Ss reading for gist
She asks a few general questions about it : 7’
Reading Reading
Example: ”How many sections does it have?” Speaking Practising
“What are the sections?” Ss-T talking about
“What is your favourite food from the menu?” preferences
“Is there anything on the menu that you do not like?”

After that, T asks Ss to do the next exercise on the sheet together

with their desk mates – a True / False exercise.

Example: “Lunch is served for two hours only.” Practising

“There are three flavours of ice cream.’’ 8’ reading for
Reading Pair-work details
Post-reading They discuss the answers and read the next exercise, where they
have to fill in the blanks with six nationalities in order to recreate some
dishes from the menu: Italian, Thai, French, English, Irish, German.

T asks Ss to choose some dishes from the menu, so that they all cost
below 10 £. Students have to add prices and express their choices.

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 Then T asks them to make recommendations based on some given
preferences:

“Let’s say I would like to eat something hot. What could I have?” Ss-T 12’
“You could have tomato soup or French onion soup.”
“What would you recommend to someone that really loves cheese? Practising
“He could have a cheeseburger, a cheese and tomato sandwich or a speaking skills -
cheese omelette.” making
suggestions
T indicates ways of making suggestions, using could and should,
structures already known to the Ss.
Pair-work
In pairs students do the last exercise on the sheet, making
recommendations to a few people with specific tastes and needs.

At the end of the lesson, Ss play a guessing game: in turns, they

Closing choose a food item and the rest of the class tries to guess it by asking Practising
only Yes/No questions. speaking skills –
Speaking Ss-Ss 6’ asking questions
Example: “Is it a vegetable?” / “Is it green?” ”Does it grow in our
country?”
T evaluates Ss activity and assigns homework, to write a short
restaurant menu based on the dishes that like the most.